Demands for Test Performance and 21st-Century Learning: Schools in Massachusetts Respond, Follow-Up Study

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-21 - Organizational Culture, Teacher Collaboration, and Student Learning

Abstract

This study examined four secondary schools in Massachusetts to identify when, how, and why, students practiced higher level cognitive, interpersonal, and intrapersonal skills, known in the literature as 21st century learning. All schools served at least 25% low income families, consistently outperformed demographic peers on required state exams, and revealed, through the results from a previous study, a schoolwide commitment to instruction of 21st century skills. Analysis of classroom observations and focus group interviews revealed that 21st century learning occurred mainly in non-tested subjects, extra-curricular activities and academic support programs. Instruction in tested subjects tended toward lower level skills. Analysis revealed attention to 21st century skills is enhanced when the school possesses a shared vision to “teach the whole child”.

Authors

• James H. Nehring, University of Massachusetts - Lowell

• Stacy Agee Szczesiul, University of Massachusetts - Lowell

• Megin Charner-Laird, Salem State University